Differentiating Instruction: Planning with the 2/3 Team

Sharon Walpole University of Delaware Michael C. McKenna University of Virginia

Today’s Goals

 Review basic goals and structures for differentiated instruction for second and third grade  Consider two examples of three-week plans  Commit to support for teachers to plan and implement differentiated instruction

Differentiated Instruction

 Planning instruction based on what data reveal about individual needs   Review previously taught items, or even items from previous years Extend instruction to concepts not yet covered or apply it in new contexts  Tier 2 Instruction -- during the reading block - designed to reduce the need for intensive intervention and to include the needs of our strongest readers

Back in School . . .

Create a complete plan for three weeks of differentiated instruction in a second or third-grade classroom Model or co-teach to see your plan in action Bring back lessons differentiation lessons to share

The Cognitive Model of Reading Assessment

It becomes more complicated as children get older!

Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Print Concepts Vocabulary Knowledge of Structure Background Knowledge General Purposes for Reading Specific Purposes for Reading Automatic Word Recognition Language Comprehension Reading Comprehension Strategic Knowledge Knowledge of Strategies for Reading

Your teachers may want to use a guided oral reading format for all of their needs-based groups.

Review the chart on the next page; come up with a simple and sensible explanation of why that is unlikely to work.

Coaches’ Corner

Has anyone successfully planned for differentiation in second and third grade?

What were your secrets?

Our second and third grade materials don’t really support differentiation in word recognition. What should we do?

You have several choices: Use the scope and sequence from first grade; use supplemental materials; use resources from our professional books.

Ways to Differentiate

 Use core-specific or informal assessments to determine individual needs  Use activities or materials provided in your core program to meet individual needs  Use research-based strategies, either with core materials or additional materials, to address individual needs; consult with your coach and with your grade-level team to design instruction together

Some GARF Assumptions

 We approach Reading First by using the Cognitive Model to guide our thinking about contributors to reading comprehension  We need to use informal data to explore possible causes reading difficulties when oral reading fluency screenings indicate that there may be a deficit  We expect coaches to choose informal assessments and help teachers to use them to plan their needs-based instruction

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Our architects have worked out a plan for differentiated instruction that is reasonable for teachers in GARF.

Step One: Gather your resources

1.

Find and examine the scope and sequence of instruction in your core and supplementary materials for phonics skills, high-frequency words, oral vocabulary, and comprehension strategies. 1.

Locate and organize any informal achievement or placement tests that are associated with your materials.

2.

Locate and organize any informal assessments provided in the professional books that your grade level is reading.

Step Two: Consider your children’s needs

1.

2.

3.

4.

Review the most recent grade-level data and determine whether additional informal data are needed.

Choose two areas to target for differentiation in a given session (e.g., phonemic awareness and phonics, phonics and fluency, fluency and comprehension, comprehension and vocabulary).

Choose differentiation strategies in those areas.

Gather or make materials for three weeks’ needs based instruction.

Step Three: Try it out!

1.

2.

Pilot your plan for three weeks.

Gather to evaluate and fine-tune, considering the changing needs of children and teachers.

Walpole, S., & McKenna, M.C. (2007).

Differentiated reading instruction: Strategies for the primary grades.

York: Guilford Press.

New We will use a jigsaw format to read and discuss the chapters on differentiated instruction for second and third grade.

Jigsaw Plan

Organize into groups of four  2 to read about second grade (Chapter 10)  2 to read about third grade (Chapter 11) After you’ve read the chapter, please use the graphic organizer to take notes in these areas: 1.

2.

3.

Organization of Time, Materials and Activities Assessments for Placement and Monitoring Focus and Planning for Differentiated Instruction

Now Share Across 2 and 3

Within each group, discuss common trends across grades and also individual characteristics that vary by grade level. Synthesize your understanding and consider ideas that you might use in your school.

Back in School . . .

Create a complete plan for three weeks of differentiated instruction in a second- or third-grade classroom Model or co-teach to see your plan in action Bring back differentiation lessons to share with us

References

Walpole, S., & McKenna, M.C. (2007).

Differentiated reading instruction: Strategies for the primary grades.

York: Guilford Press.

New